We Change, We Grow: Remembering Dever Elementary School Through the Years

The Dever Elementary School held a Digitizing Day on March 26. The event was part of the Dever’s closing community engagement events to honor and celebrate the school’s legacy in its final year.

We Change, We Grow: Remembering Dever Elementary School Through the Years

MARCH 26, 2026: As participants walked into the auditorium, they were met with an explosion of color. Two hundred individual student-made butterflies, organized by the Dever’s art teacher Ms. Hermann, covered the walls of the auditorium where Dever Digitizing Day was held.

“These butterflies reflect who our students are: growing, changing, and finding their way. And in many ways, they reflect this school. The Dever has continued to grow and change to become a place where students are supported, challenged, and have the opportunity to grow. Digitizing Day is about capturing that,” said Dever Principal Margaret Reardon.

On March 26, the Dever Elementary School in Dorchester held a Digitizing Day in partnership with UMass Boston and Boston Public School’s (BPS) Capital Planning Team. The event was part of the Dever’s closing community engagement events to honor and celebrate the school’s legacy in its final year.

“The Dever has been a cornerstone of the Columbia Point community for nearly seven decades and this event reflects the connections and memories it has created for so many people,” said Boston Public Schools Superintendent Mary Skipper. “It is incredibly meaningful to see former students, families and staff come together to share their stories and celebrate what this school has meant to them. By preserving these memories, we are honoring the legacy of the Dever and ensuring that its impact continues to be felt for years to come.”

Over a hundred people came to the event to share their memories with one another. Participants included multiple generations of students, staff, and family members as well as neighbors, community partners, and BPS central office staff. UMass Boston set up stations to gather and digitize attendees’ stories, photos, apparel, documents, and other artifacts, to be uploaded to a permanent, public collection in the UMass Boston online archives (openarchives.umb.edu) and be preserved for generations to come. When the collection is ready for public access in the coming months, all contributors and the current Dever community will be notified.

“La primera vez que caminé por los pasillos de esta escuela, sentí escalofríos. Me sentí conectada con los maestros, con los padres, con los estudiantes. Para mi, fue inspirador como la cultura de la escuela, como los padres y los maestros tenían esa conexión. Yo le decía ‘¿para quien juegan?’ Y dicen ‘somos lo mismo partido. Todos jugamos juntos.’” said Boston School Committee Member, Rafaela Polanco Garcia. “Sabemos que tenemos una comunidad fuerte. Unos maestros y padres unidos…Juntos podemos hacer la diferencia.”**

The Dever Community Engagement and Celebrations working group—a team made up of Dever staff, parents, and BPS Capital Planning—worked with UMass Boston over the past several months to plan the Digitizing Day. Mass Memories, the participatory archiving program based in University Archives and Special Collections in the Joseph P. Healey Library at the University of Massachusetts Boston, works with partners across Massachusetts to engage community members in contributing personal stories and photographs to a statewide digital collection. The UMass Boston archives also hold materials documenting the history of the Boston Teachers Union from two digitizing events in the past several years. The partnership between UMass Boston and the BTU prompted the Dever/UMass collaboration.

During the event, the new Dever memorial street sign was also unveiled to the community. The City of Boston installed the sign in honor of the Dever’s impact on the Harbor Point community.

“They all say all roads lead through [the] Dever, and for my family that’s certainly true. I attended here many years ago…and even more recently, my son [attended]. Watching him walk these halls, I could not be more proud. Today we are here celebrating a legacy of trueness, family, and community,” said Cheryl Buckman, member of the Dever Community Engagement and Celebrations Working Group and parent advocate, “The street sign is more than just a landmark. It’s a permanent tribute to history that we’re preserving, and a future that we’re building together.”

**“The first time I walked through the halls of this school, I felt chills. I felt connected with the teachers, with the parents, with the students. For me, I was inspired by the school culture, by the parents and teachers who had this connection. I said, ‘What team do you play for?’ They said, ‘We are on the same team. We all play together.’” said Boston School Committee Member, Rafaela Polanco Garcia. “I know that this is a strong community. Teachers and parents united. Together, we can make a difference.” (Translation from Spanish)

See All Photos From Event

IV-A-2: Goal Setting

Unsatisfactory	Needs Improvement	Proficient	Exemplary
Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.	Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student learning data.	Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.	Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student learning data. Is able to model this element.

Coming Soon

What instructional practices should be observed? What student impacts should be expected?

For TEACHERS this may look like.
Teacher proposes goals that are not challenging and/or do not state criteria for goal attainment.	Teacher proposes goals that are often either not challenging and/or do not state explicit criteria for goal attainment.	Teacher proposes clearly written goals that are challenging, reasonable, and state explicit criteria for goal attainment.	Teacher proposes clearly written goals that are challenging, reasonable, and state explicit, observable criteria for goal attainment.
Teacher proposes goals that are difficult to assess within the duration of an evaluation cycle.	Teacher proposes goals that may be assessed, but only at the end of an evaluation cycle.	Teacher proposes goals that can be easily monitored throughout the duration of an evaluation cycle.	Teacher proposes goals that can be easily monitored throughout the duration of an evaluation cycle.
Teacher proposes goals that show no ties to teacher's identified areas for growth, self-assessment, previous evaluation, or schoolwide priorities.	Teacher proposes goals that are loosely tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.	Teacher proposes goals that are tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.	Teacher proposes goals that are closely tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.
Teacher proposes professional practice goals that are unlikely to promote attainment of student learning goals.	Teacher proposes professional practice goals that will partially promote attainment of student learning goals.	Teacher proposes professional practice goals that are likely to promote attainment of student learning goals.	Teacher proposes professional practice goals that are highly likely to promote attainment of student learning goals.
Teacher proposes student learning goals that show no ties to student learning data.	Teacher proposes student learning goals that are loosely tied to student learning data, and will partially support student academic achievement.	Teacher proposes goals that are tied to student learning data and will significantly impact academic achievement.	Teacher proposes goals that are tied to student learning data, and significantly impact sustained academic achievement.

Coming Soon

Resource Name	Description	Type
new! ODA Panorama and MTSS Website	Google slides for Understanding and Navigating Panorama Student Success within MTSS framework.	BPS Website
Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email

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We Change, We Grow: Remembering Dever Elementary School Through the Years

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IV-A-2: Goal Setting